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![Hugo Mártires – hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013
Referências
• Golub, T. L., & Miloloža, M. (2010). Facebook, academic performance,
multitasking and self-esteem.
• Maeve Duggan, Joanna Brenner (2013). The Demographics of Social Media
Users — 2012. Pew Research Center's Internet & American Life Project
• Franco, A. d. (2008). Escola de Redes Novas visões. Curitiba, PR: Sociedade
do Conhecimento.
• Guerrero, C. S. (2010). La formación en red como objeto de estudio. Revista
de Universidad y Sociedad del Conocimiento , 7 (2), 1-10.
• Hargadon, S. (2009). Educational Networking: The Important Role Web 2.0
Will Play in Education. Steve Hargadon. Elluminate.com.
• Hurt N. et all. (2012), The ‘Facebook’ Effect-College Students’ Perceptions
of Online Discussions in the Age of Social Networking. International Journal
for the Scholarship of Teaching and Learning Vol. 6, No. 2, 1-24.
• Ureña, C. P. (2010). Multialfabetización y redes sociales en la universidad.
En: «Competencias informacionales y digitales en educación superior»
[monográfico en línea]. Revista de Universidad y Sociedad del
Conocimiento (RUSC) , 7 (2), 17-26.](https://image.slidesharecdn.com/redessociaisnauniversidade-140630134051-phpapp01/85/Redes-sociais-na-universidade-TIC-Portugal-2013-13-320.jpg)
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Semelhante a Redes sociais na universidade - TIC@Portugal 2013
Redes sociais na universidade - TIC@Portugal 2013
- 1. A UTILIZAÇÃO DASREDES SOCIAIS NO CONTEXTO UNIVERSITÁRIO Hugo Mártires | Agrupamento de Escolas Drª Laura Ayres Francisco de Paula Miranda | Universidade de Huelva
- 2. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia • Mudança na utilização da Internet
- 3. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia • Mudança na utilização da Internet • Disponibilidade tecnológica
- 4. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia • Mudança na utilização da Internet • Disponibilidade tecnológica • Net Generation
- 5. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia • Mudança na utilização da Internet • Disponibilidade tecnológica • Net Generation • Upgrade de metodologias de ensino-aprendizagem
- 6. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia • Mudança na utilização da Internet • Disponibilidade tecnológica • Net Generation • Upgrade de metodologias de ensino-aprendizagem
- 7. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 Fonte: www.alexa.com (04-07-2013) Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia
- 8. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 Taxas de utilização das redes sociais: – 85,6% estudantes utilizam Facebook. Golub, T. L., & Miloloža, M. (2010) – 94% estudantes utilizam Facebook. Ellison, N. B., Steinfield, C., & Lampe, C. (2007) Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia
- 9. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 • Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook "friends:" Social capital and college students use of online social network sites. Journal of Computer-Mediated Communication, (12), 1143-1168. – Correlação entre utilização do FB e o capital social – Manter contacto em comunidades offline – Interações online suportam os relacionamentos • Roblyer, M. D. et all (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-140. – Alunos & professores não usam FB para fins educacionais – Alunos: consideram utilização do FB para propósitos escolares positiva – Professores: FB é para uso pessoal/social não para a educação • Karpinski A. et all. (2013). An exploration of social networking site use, multitasking, and academic performance among United States and European university students. Computers in Human Behavior (29), 1182–1192 – Comparação entre estudantes EUA e UE – Relação negativa entre a utilização das Redes Sociais e o desempenho académico – Efeitos negativos do multitasking Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia
- 10. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 • Yang C. & Brown B. (2013). Motives for Using Facebook, Patterns of Facebook Activities and Late Adolescents’ Social Adjustment to College. J Youth Adolescence (42) 403–416. – Motivação: manter relacionamentos / iniciar relacionamentos – Maior atividade nos “caloiros” (interações eletrónicas, voyeurismo, atualização de status) – Relação entre motivação e ajustamento social • Hew, K. F. (2011). Students’ and teachers’ use of Facebook. Computers in Human Behavior, 27(2), 662-676. Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia
- 11. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 • Conhecer e analisar as formas de utilização das redes sociais na universidade e qual o contributo que podem aportar ao processo de ensino-aprendizagem. • Perguntas de partida: – Que tipo de alunos utilizam as Redes Sociais, com que frequência e com que finalidade; – Porque razão os alunos usam ou não as Redes Sociais e como as utilizam no processo de ensino-aprendizagem; – Como é que os alunos consideram a aprendizagem atualmente e como a perspetivam no futuro; – Que tipo de atividades são mais frequentes no uso das Redes Sociais no contexto universitário; – Quais as sugestões e em que áreas, os alunos fazem para introduzir/melhorar o uso das Redes Sociais no processo de ensino-aprendizagem. Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia
- 12. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 • Estudo quantitativo • Universidade do Algarve & Universidade de Huelva • Inquérito: – Caracterização demográfica – Padrões de utilização – Intensidade de utilização – Utilização em contexto universitário – Perspetivas de utilização futura • Tipo de aprendizagem • Tipo de aulas • Papel aluno/docente Motivação | Estado atual | Estudos prévios | Objetivos | Metodologia
- 13. Hugo Mártires –hmartires@ualg.pt | Francisco de Paula Miranda - francisco.paula@dedu.uhu.es TIC@Portugal’ 2013 Referências • Golub, T. L., & Miloloža, M. (2010). Facebook, academic performance, multitasking and self-esteem. • Maeve Duggan, Joanna Brenner (2013). The Demographics of Social Media Users — 2012. Pew Research Center's Internet & American Life Project • Franco, A. d. (2008). Escola de Redes Novas visões. Curitiba, PR: Sociedade do Conhecimento. • Guerrero, C. S. (2010). La formación en red como objeto de estudio. Revista de Universidad y Sociedad del Conocimiento , 7 (2), 1-10. • Hargadon, S. (2009). Educational Networking: The Important Role Web 2.0 Will Play in Education. Steve Hargadon. Elluminate.com. • Hurt N. et all. (2012), The ‘Facebook’ Effect-College Students’ Perceptions of Online Discussions in the Age of Social Networking. International Journal for the Scholarship of Teaching and Learning Vol. 6, No. 2, 1-24. • Ureña, C. P. (2010). Multialfabetización y redes sociales en la universidad. En: «Competencias informacionales y digitales en educación superior» [monográfico en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC) , 7 (2), 17-26.
Notas do Editor
- #10 Ellison - our findings demonstrate a robust connection between Facebook usage and indicators of social capital, especially of the bridging (linking to external assets and for information diffusion) type. Internet use alone did not predict social capital accumulation, but intensive use of Facebook did. SNSs help maintain relations as people move from one offline community to another. It may facilitate the same when students graduate from college, with alumni keeping their school email address and using Facebook to stay in touch with the college community. Such connections could have strong payoffs in terms of jobs, internships, and other opportunities Online interactions do not necessarily remove people from their offline world but may indeed be used to support relationships and keep people in contact, even when life changes move them away from each other. Roblyer higher education faculty (n=62) and students (n=120) students are much more likely than faculty to use Facebook and are significantly more open to the possibility of using Facebook and similar technologies to support classroom work. Faculty members are more likely to use more “traditional” technologies such as email. faculty and students do not use Facebook a great deal for instructional purposes; in fact, this was reported as the least-common use of this technology. Social uses were far more common Karpinski impact of multitasking on the possible negative relationship between SNS use and academic performance negative relationship between SNS use and GPA for all students, and also the negative effects of multitasking. GPA was higher for those who spend fewer minutes on SNS(s)/ day than those who spend more on SNS(s)/day (using Facebook̀ and texting in class is negatively related to performance on exams in those classes) US students simply having SNS(s) active a higher percentage of their study time then EU students.. both US and European students reported that they are very good at multitasking but switching between tasks leads to poorer learning results and performance on tasks when compared to carrying out those same tasks serially Mobile learning with smart devices is often seen as a method for contextualizing learning and ‘‘expanding’’ the classroom??? Social networks in the form of communities (i.e., of learners, of practitioners, of interest) are seen as possible tools for knowledge development, creation and sharing students have problems regulating their use of social network applications.
- #11 Yang This study examined associations between patterns of Facebook activity, motives for using Facebook, and late adolescents’ social adjustment to the college environment. European American students The present study was designed to consider the motives for Facebook use and types of Facebook activity - Students expressed stronger interest in using Facebook to maintain social ties than to facilitate or search for new relationships. - freshmen had higher Facebook activity scores than seniors, Self-presenting activities such as posting photos may occur irregularly—primarily after special events such as birthdays, holidays, or vacations— rather than routinely (e.g., weekly). The more students were motivated to pursue new relationships through Facebook, the worse their score was on the social adjustment measure, and the higher their sense of loneliness was. The more our study participants were inclined to use Facebook to maintain and nurture existing relationships, the better their social adjustment was, and the lower score they reported on the loneliness scale. explaining the complex personal and social dynamics that underlie adolescents’ use of social networking sites as a means to (re)organize their social networks. different Facebook activities have different implications for college students’ psychosocial well-being
- #13 UALG: 8500 alunos UHU: 10500 alunos